Identify some of the research-proven strategies for educating students with autism.

250 per each set of questions – shown below- separate each set of 250 words with a line as below, please do not mix any of the information from different parts. (no cover page or reference page needed
use Exceptional children: An introduction to special education (10th ed.) for the source.
Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Upper Saddle River, NJ: Pearson Education.
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5 Questions (250 words) – Chapter 7: “Autism Spectrum Disorders” – Chapter 8: “Communication Disorders”
Examine how the diagnostic criteria for Autism has changed since first identified in the early 20th Century.
Discuss the reasons that have been proposed for the increasing prevalence of autism.
• Explain how the issue of increasing prevalence is affected by the fact that the precise cause of autism is unknown.
• Identify some of the research-proven strategies for educating students with autism.
• Identify some of the strategies utilized with children with autism that do not have evidence of effectiveness.
• Why have these become so prevalent?
• What, if anything, is the danger in implementing such strategies?
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6 Questions (250 words) – Chapter 9: “Deafness and Hearing Loss”
As you read in your assigned reading, children who lose either their sight or their hearing usually rely on their other senses to navigate the environment. To simulate this experience try to watch television for fifteen minutes without the sound on. Rely only on your vision to follow the story line. After you complete the loss-of-hearing activity, blind fold yourself so you cannot see at all and turn away from your television. Try listening to a television show for fifteen minutes. Notice that it is more difficult to follow the story without any visual cues.
Once you complete these exercises, respond to the following:
• Summarize your experience.
• Identify at least two obstacles that you think children with a hearing or vision disability might experience in daily life.
• Discuss strategies (including technology and supports) they have to use in order to learn social and academic skills.
Think about the difficulties of making friends or learning to read without sight or hearing.
• Describe how deafness might affect a child’s acquisition and use of speech and language, academic achievement, and social functioning.
• Discuss how blindness and low vision affect learning, motor development, and social interaction.
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7 Questions (250 words) – Chapter 11: “Physical Disabilities, Health Impairments, and ADHD” – Chapter 12: “Low Incidence Disabilities: Severe/Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury”

Coping emotionally with a physical disability or health impairment presents a major problem for some children. Maintaining a sense of belonging can be difficult for a child who must frequently leave the classroom to participate in a therapeutic session or other health care routine. Differences in physical appearance and the need for assistive technology may cause further problems.
• What laws or Acts are referenced when identifying children with ADHD as being in need of special education services?
• Explain how a teacher should organize her classroom and adapt educational strategies to help peers and others become more accepting of a student with a physical disability or other health impairment (including AD/HD). How might this be different for children with severe or multiple disabilities?
• Give examples of environmental modifications that enable people with physical or health impairments to more fully participate in day-to-day activities in schools and communities. Identify modifications that benefit or are useful for other people as well.
• What are the arguments for and against students with severe disabilities attending their neighborhood schools versus segregated and/or clustered schools?
• Imagine having “normal” intelligence in a body that is severely impaired.
• What frustrations and difficulties would you have in proving your intellectual abilities?
• What challenges would a teacher have in providing opportunities for you to succeed?
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8 Questions (250 words) – Chapter 13: “Gifted and Talented”
• Explain how the dynamic and evolving definition of giftedness changed the ways in which students are identified and served.
• Give examples of provisions that should, and can be, made to accurately identify students who are from racially, culturally, and economically different groups or who have disabilities.
• What are some strategies for differentiating curriculum for gifted and talented students? What are your thoughts on these?
• What are some challenges that teachers of gifted children face?

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9 Questions (250 words) – Chapter 15: “Transitioning to Adulthood”
Define “quality of life” in your own words.
• Explain how quality of life can be measured within the context of your definition.
• Make recommendations for what must be done to improve the quality of life for adults with disabilities.”
Outline what can be done to motivate businesses to train and hire people with disabilities.
• Why is it important?
• Explain the benefits for businesses to do this, both from an economic perspective and a social one.
Examine how you would feel if the county announced a group home for adults with severe disabilities was to be located next door to your home.
• What would be your concerns?
• How do you think other people might react to such plans?
• What are some things the county could do to alleviate concerns?
Even though the quality of life is better than ever for adults with disabilities, what can be done in the future to make sure the trend continues?

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